The School’s curriculum is designed to foster thought, curiosity and a desire for learning in all our young men, regardless of their backgrounds, strengths and needs. The curriculum should be a gateway to opportunity and a knowledge-based vibrant community in the United Kingdom and beyond. It must also reflect national policy and priorities.
The School’s curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens, and also helps to engender an appreciation of human creativity and achievement.
As a free school, TIBHS has considerable flexibility with its curriculum – the subjects studied, learning methods, levels of study and qualifications that our young men will pursue.
We have a broadly academic curriculum, emphasising the importance of intellectual study and focusing on traditional learning. We believe that this is the best way to equip our young men for university, the professions and success in whatever career they eventually choose. We are determined that TIBHS’ young men will compete on equal terms with boys coming from the most privileged backgrounds, so we provide an academic, but rounded, education that gives them the best possible chance to succeed.
The curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of our young men’s knowledge, understanding and skills as part of the wider school curriculum.
This policy sets out the curriculum that underpins teaching and learning at the School. The curriculum will serve the aims of the School and its community. This is defined through the School’s mission of educational excellence, character development and service to communities.
Our curriculum serves the aims of Star Academies, the Multi-Academy Trust which manages the school:
- To transform the educational achievement of our young men.
- To elevate the life chances of young men in areas of social and economic deprivation – from all backgrounds – to help them succeed at the highest levels of education, employment and the professions.
- To lead a drive based on rigour and high expectations designed to improve standards.
- To mould our young men into active British citizens, with a sense of responsibility for their actions.
- To encourage our young men’s social participation within their community.
- To promote the development and nurturing of young leaders.
- To give our young men a practical and more successful understanding of their rights and responsibilities in society.
- To allow our young men to develop their individuality.
- To promote the physical and mental development of our young men.
- To empower our young men with the necessary skills and abilities to play a full and inclusive role within society, consistent and comfortable with their beliefs and principles.
- To fulfil Trust and statutory requirements.
- To support the mission, vision and values of the Trust and its establishments.
Roles and Responsibilities
The Trust has overall responsibility for the effective operation of this policy and for ensuring compliance with the relevant statutory or Trust framework. The Trust has delegated day-to-day responsibility for operating the policy to Star Central, the Local Governing Body and the Principal of each secondary school.
The Local Governing Body and Senior Leadership Team at each Trust secondary school has a specific responsibility to ensure the fair application of this policy and all members of staff are responsible for supporting colleagues and ensuring its success.
The Board of Trustees will approve the framework for the School’s Curriculum Policy. Star Central will develop the Curriculum Policy and plan.
The Local Governing Body will ensure that:
- Progress towards annual statutory targets is monitored;
- It contributes to decision making about the community elements of the curriculum;
- It provides leadership to shape the ‘character development’ and ‘service to communities’ elements of the curriculum;
- It provides feedback to the Board of Trustees and Star Central on the effectiveness of the curriculum.
The Principal will ensure that:
- They have an oversight of curriculum structure and delivery;
- All statutory elements of the curriculum, and those subjects which the School chooses to offer, have aims and objectives which reflect the aims of the Trust;
- The amount of time provided for teaching the core curriculum is in line with Trust policy;
- The procedures for assessment meet all legal requirements and pupils and their parents/carers receive information to show how much progress the pupils are making and what is required to help them improve.
The Senior Leader responsible for the Curriculum will ensure:
- They have an oversight of curriculum delivery;
- Detailed and up-to-date schemes of learning are in place for the delivery of courses;
- Schemes of learning are monitored and reviewed on a regular basis;
- Levels of attainment and rates of progression are discussed with Directors of Learning/Middle Leaders on a regular basis and that actions are taken where necessary to improve these.
Directors of Learning/Middle Leaders will ensure that:
- Long-term planning is in place for all courses;
- Schemes of learning encourage progression that is in line with Trust standards;
- There is consistency in terms of curriculum delivery;
- Courses taught are in line with the Trust’s recommended awarding bodies;
- Where necessary an appropriate combination of qualifications or alternative qualifications can be offered which best suit the needs of learners;
- Assessment is appropriate to the course and the pupils following particular courses;
- They keep the senior leaders informed of proposed changes to long-term plans;
- All relevant information/data is shared with the Data Team. This includes meeting deadlines related to exam entries etc;
- Pupil performance data is reviewed on a regular basis to ensure that any necessary changes in terms of curriculum delivery are planned and carried out in a timely fashion;
- They share best practice with other colleagues in terms of curriculum design and delivery;
- They facilitate joint and collaborative lesson planning within the faculty;
- They oversee CPD needs with regard to curriculum planning and delivery within their area of responsibility.
Teaching and Teaching Support Staff will:
- Ensure that the school curriculum is implemented in accordance with this policy;
- Keep up to date with developments in their subjects;
- Have access to, and be able to interpret, data on each pupil to inform the design of the curriculum in order that it best meets the needs of each cohort of pupils;
- Share and exchange information about best practice amongst their colleagues in Trust schools and through external networks, resulting in a dynamic and relevant curriculum;
- Participate in professional development, working with other teachers in the School and Trust to develop their skills in understanding the learning needs of their pupils and how best to address those needs and engage them.
- Be treated as partners in their learning;
- Have their individual needs addressed, both within the school and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge;
- Be given additional support if they start to fall behind in their learning, helping them get back on track quickly;
- Receive co-ordinated support to enable them to make the appropriate choices.
Parents and carers will:
- Be confident that their child is receiving a high quality education that is designed to meet their learning needs and which will equip them with the skills they need to thrive throughout their lives;
- Be informed about the curriculum on offer and understand the rationale behind it.
In line with the Star Quality Standards, the School will ensure the curriculum:
- Is primarily academic, broad and balanced in nature;
- Emphasises learning in literacy, numeracy, languages, humanities and science;
- Encourages high levels of participation in subjects that lead to the English Baccalaureate – at least 80% of the delivery time in each year is dedicated to E-Bacc subjects;
- Prioritises academic achievement in literacy and numeracy for least able learners;
- Provides highly positive, memorable experiences and rich opportunities for high quality learning;
- Has a positive impact on all our young men’s behaviour and safety;
- Contributes to pupils’ spiritual, moral, social and cultural development;
- Adopts an inclusive, values-driven approach in line with the ethos of the School;
- Fosters, in all, the fundamental British values of: democracy; the rule of law; freedom of religion; freedom of choice; freedom of thought; freedom of speech; freedom of association; tolerance and respect; fairness; liberty; social responsibility; equality for all.
- Contributes to the Leadership Specialism of the School.
The Star Curriculum Offer
The curriculum will operate at three levels and will address its pupils’ academic, personal and social development.
The three individual elements of learning will each provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the School
Element 1: Educational Excellence
At the core of the School’s curriculum will be a specialist and obligatory menu at Key Stages 3 and 4 for all pupils of academic subjects leading to the English Baccalaureate and including English, mathematics, sciences, languages, humanities, arts and technology.
Subject content will largely be driven by the National Curriculum at Key Stage 3 and by specifications of national examinations at Key Stage 4.
The School believes that every young man can benefit from a broad and balanced academic curriculum. Therefore, GCSEs’ will be appropriate for all bar a very small number.
For these small number of pupils, the School will design a bespoke vocational route which will be tailored to the specific needs and interests of the pupils concerned in any specific cohort. A personalised pathway for these pupils would be likely to include BTECs’. The School will, nevertheless, expect these pupils to take GCSEs’ in English, mathematics and science, and to gain the full benefits of the school’s Leadership Specialism.
Academic subjects leading to the English Baccalaureate are at the core of the curriculum. Subjects include English, mathematics, sciences, languages, humanities, arts and technology. The content is driven by the syllabuses and specifications of national examinations.
There is a vocational curriculum for pupils for whom GCSEs’ are not appropriate, but all pupils are expected to pursue a curriculum with a strong academic core.
We believe that educational excellence can only be guaranteed when what is studied is tailored to each individual pupil. We will spread the burden of studying for GCSEs over three years at KS4 (years 9, 10 and 11) so that Year 11 does not become too pressured. This allows us to plan effectively for each and every pupil in Year 11 and to timetable a programme of study that maximises their potential.
The school also believes that there should be opportunities for learning in performance and creative arts – including music, Creative iMedia, Drama and Art, P.E. and Business Studies. Furthermore, students should also have teaching related to technical learning– including subjects such as Computer Science and Engineering Design.
The English Baccalaureate is made up of English, Mathematics, Double Award Sciences, Separate Sciences, History or Geography and a Modern Foreign Language. It is a measure that shows where our young men have secured a grade 5 or above across the core of academic subjects at key stage 4 for a ‘strong English Baccalaureate’ . It is designed to enable parents and pupils to see how their school is performing.
Element 2: Character Development
Concurrently with the core academic curriculum, pupils will participate in a programme of character development including sports, cultural, creative and other extra-mural activities. This will help pupils develop key personal skills and aptitudes, including oral communication, personal effectiveness, entrepreneurship, self-actualisation, problem-solving and enhanced emotional intelligence. Through a focused and integrated approach to arts, culture and tradition, pupils will benefit from deep learning through direct experiences, visual displays, handling artefacts, live performances, cultural exchanges and outside visits. These extra-curricular dimensions of learning will be at the heart of the school.
Character Development will mainly be delivered through extra-curricular activities and pupils’ independent studies in their own time.
Element 3: Service to Communities
The curriculum for this element will be structured to help the development of citizenship, social enterprise and service to communities.
Our young men will acquire, through a range of individualised programmes, insights into social education and experiential community activities; with ‘hands-on’ and participative learning at the fore. For example, Key Stage 4 pupils may have the opportunity to undertake an extended placement working for a charity or for another community organisation.
As this element is based on pupil voluntary work, there will only be limited taught time in school. At Key Stage 3, this element will be promoted through the Citizenship Life Skills curriculum. At Key Stage 4, our young men will receive guidance and support through Citizenship Life Skills lessons and the Tutorial programme.
If our young men are to fulfil their potential as members of British and global society, it is essential that their time with us makes them determined to contribute to the greater good – locally, nationally and globally. A commitment to community service and civic responsibility runs through every area of the curriculum.
Our young men get a chance to put their citizenship skills into practice through activities where our young men can explore in a practical and direct way the importance of active citizenship to fundamental British values and to Islamic and other faith cultures.
Key Stage 4 (GCSE courses begin in Year 9 for all subjects)
Our aim at TIBHS is simple- we want to provide the best possible education for our young men in the most secure environment whilst helping every young man to achieve his goals, dreams and ambitions.
An enchanting buzz of hunger, thirst and passion for learning is the norm at TIBHS. As the culture of positive, progressive learning created by staff envelops its body of pupils, one thing is understood by all- second best is just not acceptable here…
The delivery of the entire range of subjects areas and pupil support is the responsibility of a faculty, with each faculty taking responsibility for its subject provision. Click on the links bellow to learn more about our faculties:
GCSE English Language and GCSE English Literature
Communication skills at the School will be enhanced by English Language and Literature courses upto GCSE. Click on the links below to learn more about our faculties:
Numerical and mathematical skills are a critical aspect of the curriculum. This will be provided through Mathematics upto GCSE level. Mathematical skills will also have a focus on the application of Mathematics in everyday life and functional skills as part of revisions to the new curricula. Numeracy will also be developed across the curriculum as a core skill that enhances employability and supports attainment. GCSE Mathematics will be delivered as a linear course, completed in Year 11. Click on the links below to learn more about our faculties:
GCSE Combined Science or GCSE Individual Sciences
Science will be taught upto and beyond GCSE level. At GCSE level, the Double Award Combined Science course will be completed by all learners. The most able students will complete single sciences in all three disciplines at GCSE Level. Click on the links below to learn more about our faculties:
GCSE Religious Studies, Life Skills, History or Geography
The Humanities provision will underpin the School’s drive to develop exemplary citizens who hold an appreciative understanding of British history, promote fundamental British values and challenge all forms of discrimination and extremism.
At Key Stage 3, all learners will have separate specialist teaching of History, Religious Studies, Citizenship (Life Skills) and Geography.
Life skills at Key Stage 3 and beyond will include a focus on healthy body and healthy life; self-awareness; risks such as sexual exploitation, unsafe use of the internet and extremism; as well as learning on careers, money, industry and economics. The curriculum will also develop knowledge of the public institutions and services in England and abroad, and an understanding of different cultures and faiths. Our young men will be taught about parliament, about how laws are drafted and approved, about how the democratic institutions function and about the role of media and voluntary bodies.
Other areas, such as distinguishing right from wrong; respect for the law; tolerance for, and respect for the rights of others and their cultures and faiths; freedom of choice; freedom of association; freedom of thought; risks of religious and political extremism; accepting personal responsibility within their communities and the concept of ‘civic society’ will be delivered through Life skills lessons.
At GCSE, all our young men will study three subjects related to Humanities and Faith education. All our young men will complete a GCSE in Religious Studies. All our young men will also study either GCSE History or GCSE Geography.
The School believes that the Leadership specialism will extend and enrich the central core of the school curriculum, thus enabling our young men to deepen their knowledge and skills through application and enquiry. They will create opportunities from which our young men will acquire ‘employability,’ and make contacts which will increase their chances of progressing to work or on to Further or Higher Education.
The School’s Leadership offer is designed to instil the three interdependent Star Leadership Virtues of Performance Leadership, Moral Leadership and Civic Leadership – virtues that together ensure our young men not only ‘do their best’ but ‘do the right thing’ and play a full role in society.
Curriculum time will be allocated to the Leadership Specialism in a number of ways:
- Through timetabled periods;
- Discretely in half-termly Leadership Days;
- Through cross-curricular working;
- Through the project-based learning involved in the service to communities element of the School’s offer.
The Leadership Days will:
- Offer our young men the opportunity to apply their developing leadership skills in real and simulated situations;
- Expose our young men to new ways of considering leadership through guest speakers, lecturers and facilitators;
- Offer our young men the opportunity to deepen their knowledge of leadership through research and enquiry;
- Develop further our young men’s skills in debating and public speaking through competitions and showcases;
- Allow our young men to develop a leadership portfolio.
Leadership development will also be a focus in every faculty and subject:
- Every faculty in the School, and every subject offered, will make a contribution to the achievement of the Star Leadership Virtues.
- A key feature of the delivery of the GCSE core subjects will be the application of their knowledge and understanding to the specialism where the connections are meaningful.
- Relevant qualifications in leadership, which have currency and recognition with higher education and employers, will also be utilised to support progression.
Careers Guidance, Work-related Learning and Enterprise Skills
The School will have a structured careers’ programme published on the school website. There will be an identified senior leader with oversight for the programme. Careers guidance will meet the Gatsby Benchmarks in line with the Careers and Enterprise Policy. Careers’ education will be provided in four major strands:
- In the first strand, the school will facilitate the delivery of impartial information, advice and guidance. This will allow all our young men to receive advice and guidance on career progression at regular intervals throughout the year.
- The second strand is the provision of careers’ guidance and development of work-related skills in the PSHE curriculum.
- The third strand of the careers guidance comes from Star’s five leadership foundations and provision of community service, work experience opportunities, visits from employers and a careers fair for our young men at Key stage 4 and 5. This will include at least one meaningful encounter with an employer each year, starting in Year 7.
- The fourth strand is the explicit linkage of the taught curriculum to careers with an emphasis on Science, Technology, Engineering and Mathematics (STEM) to raise aspirations.
In addition to the careers guidance and work-related experiences, enterprise skills will also be developed through the delivery of ‘Leadership Days’ for all our young men.
The School will monitor the effectiveness of their careers programme by:
- Taking annual feedback from our young men, parents, teachers and employers;
- Maintaining and tracking each of our young men’s records of careers guidance and agreed decisions. These records will be shared with pupils to support their career development;
- Maintaining accurate data for each of our young men on their education, training or employment destinations for at least 3 years after they leave school.
Enrichment through the curriculum
The School has a firm commitment that learning in each curriculum area should not just be about delivering a Scheme of Work or programme of study to achieve outstanding examination results, but should also be about our young men enjoying learning and developing creativity within that subject.
Each curriculum area will be expected to develop enrichment activities for learners and to signpost these activities.
Enrichment within curriculum areas should be aimed at:
- Increasing enjoyment within that curriculum area;
- Providing challenge and developing independent learning in gifted and talented young men in the curriculum area;
- Developing the profile of the curriculum area or particular skills and themes within that area;
- Linking the curriculum area to the School’s Leadership specialism and providing access to activities within each of Star’s five leadership foundations of sport, creativity, performing arts, enterprise and careers, charity and social action.
- Each curriculum area will develop their enrichment activity in the coming academic year. Enrichment will include:
- Development of clubs linked to one or more curriculum areas;
- Development of faculty-based trips and outdoor learning opportunities;
- Identifying external facilitators to engage pupils;
- Celebrating a particular ‘National Day’ or ‘World Week’ related to an issue of relevance to the curriculum area and the school’s Leadership specialism.
The enrichment activities will be delivered during:
- Weekday evening sessions on particular days of the week when intervention sessions are not usually scheduled;
- Lessons to celebrate a particular ‘National Day’ or ‘ World Week’ related to an issue of relevance to the curriculum area;
- Weekends and early mornings/evenings where appropriate.
Our young men also receive additional time for personal study and have the opportunity to undertake projects relating to community service and charity.
For an overview of the topics taught in each subject in each year group, please click here.
For more information about our curriculum, please contact Michael Gibbison, email@example.com